School Data 2015-2016

Higher than the national average. Currently on roll we have 411, this includes the Nursery children.

FSM

53.4 / 25.2

Significantly higher and rising. We believe there are more families that are eligible but have not claimed.

Ethnic groups

10.2 / 31.6

Lower than average. We are predominantly white, British.

E.A.L.

6.0 / 20.1

Significantly lower and rising. This has risen recently and we have several non-English speaking children recently joined the school.

S.E.N. support

24.2 / 12.1

Significantly higher and rising, despite the new changes to SEN we have many new children who have joined with significant needs.

S.E.N. statement or EHCP

1.1 / 1.3

Similar although we have several children in the process of an EHC and two children accessing Warren School.

Stability

79.1 / 85.7

Lower and falling. We have had many children join the school recently and 20 children leave. All have left for new schools following house moves.

Deprivation indicator

0.35 / 0.21

Significantly higher. This year we have had our Indicator increased to 0.38

Prior Attainment at KS1

Year 6

14.5 / 15.7 APS

Significantly lower

100% coverage

Absence – (2015)

Absence

3.3 / 4.0

Lower and improving all the time.

Persistent absence

1.5 / 2.7

Lower and improving all the time.

EYFS Profile – (2015)

Good Level of Development

69 / 66

Despite the children entering school significantly below expectations, they still meet above national expectations during their time in Early Years.

Phonics screening – Year 1 (53 children)

Year 1 met expected standard

85 / 81

Over 95% of our pupils who have been with Red oak from the start, achieved the expected result. Our result was lowered by the non-English speaking children who joined the school a few months before the phonics tests.

FSM (25 children)

80 / 70

Our FSM children exceeded the national results.

Non FSM (28 children)

89 / 83

Our Non-FSM children exceeded the national result however they achieved significantly better than FSM.

Phonics screening – Year 2 (46 children)

Year 2 met expected standard

100 / 91

All of our children that had not achieved the Year 1 test, achieved it in Year 2.

FSM (19 children)

100 / 86

Above national

Non FSM (27 children)

100 / 93

Above national

Key Stage 1 (46 ch.) – % Expected +

Attainment –

Sch / Nat

Male (19)/ Female (27)

Nat / Nat

FSM (19)/ Non-FSM (27)

Nat / Nat

Reading

74 / 74

74 / 74

70 / 78

63 / 81

78 / 78

Writing

70 / 65

74 / 67

59 / 73

68 / 70

70 / 70

Mathematics

74 / 73

79 / 70

72 / 74

68 / 78

77 / 77

Our FSM children achieved weaker than non-FSM particularly in Reading and Maths.

Key Stage 1 outcomes compared with EYFS (41 children)

Reading

Expected

Exceeding

Emerging at EYFS – 8 ch.

50 / 36

0 / 2

Expected at EYFS – 27 ch.

78 / 85

11 / 20

Exceeding at EYFS – 6 ch.

100 / 99

83 / 65

Writing

Expected

Exceeding

Emerging at EYFS – 14 ch.

36 / 30

7 / 1

Expected at EYFS – 24 ch.

88 / 82

8 / 13

Exceeding at EYFS – 3 ch.

100 / 98

33 / 52

Mathematics

Expected

Exceeding

Emerging at EYFS – 13 ch.

23 / 36

0 / 2

Expected at EYFS – 27 ch.

100 / 86

22 / 18

Exceeding at EYFS – 1 ch.

100 / 99

100 / 59

Key Stage 2

Attainment – 35 ch.

Sch / Nat

Male (19)/ Female (16)

Nat / Nat

FSM (24) / Non-FSM (11)

Nat / Nat

Reading

54 / 66

42 / 69

62 / 70

38 / 91

71 / 71

Writing

60 / 74

53 / 69

68 / 81

42 / 100

78 / 79

Mathematics

60 / 70

53 / 69

70 / 70

46 / 91

75 / 75

Combined R, W & M

46 / 53

37 / 56

49 / 57

29 / 82

59 / 60

EGPS

57 / 72

47 / 69

67 / 78

42 / 91

77 / 78

Worth noting the number of children that were FSM, many were also SEN.

High scaled score

Average score

Reading

14 / 19

100.7 / 102.6

Maths

3 / 17

100.9 / 103.0

Greater depth

Writing

0 / 15

Progress – / 35 ch

Sch / Nat

Male (19) / Female (16)

FSM (24) / Non-FSM (11)

Reading

-0.77

-2.28 / 1.02

-1.86 / 1.60

Writing

-5.21

-7.19 / -2.87

-7.87 / 0.58

Maths

-1.27

-1.39 / -1.12

-2.17 / 0.70

Summary comments:

Context:

The number of children on roll is above the national average. Children with a free school meal entitlement is significantly above the national average with more than 50% of the children on roll. Ethnic groups and E.A.L. is lower, however, S.E.N. support is significantly higher at double the national average. Stability is lower than the national average and deprivation is higher. Prior attainment in KS1 is significantly lower than the national average.

Absence:

Absence and persistent absence are both below national.

EYFS:

Children achieving a Good Level of Development is above the national.

Phonics:

Children meeting the phonics standard in Year 1 is above the national average and here children with a free school meal entitlement do well.

All children in Year 2 met the phonics standard.

Key Stage 1:

Attainment in reading, writing and mathematics is similar with writing and maths slightly above. Children with a free school meal entitlement do less well than non-F.S.M. with the most significant difference in reading.

Progress when compared with E.Y.F.S. outcomes is generally positive.

Key Stage 2:

Attainment is below the national average in all subjects. Girls, however, exceed the national average in all areas; boys’ attainment is below the national average in all areas. There is a similar picture in F.S.M. with non-F.S.M. exceeding national averages in all areas; F.S.M. is below in all areas. (It is worth noting the particularly high proportion of children with a free-school meal entitlement in this cohort, i.e. 69%). Children achieving the higher scaled score in reading and maths is below the national average, however, comparisons are most similar in reading.

Progress in writing is lowest with boys and children with a free school meal entitlement doing less well. Progress is best in reading with girls and non-F.S.M. doing particularly well.

School Attainment Data 2014 - 2015

Red Oak Primary School Data Commentary.

Attainment trends over three years

School figures are outlined in chart with national % in brackets.

2013

(National %)

2014

(National %)

2015

(National %)

Comments

FS2

GLD

37% (52%)

52% (60.4)

69%

Whole school emphasis is currently on spelling, grammar and punctuation as SATs results indicated poor spelling of pupils at the upper end of KS2. The system RWI ensures vocabulary and spelling are regularly addressed and whole school spellings have been set as weekly homework.

Opportunities for extended writing have been introduced on a Friday.

Mental Maths results were poor last year as children struggled with the ‘test’ situation and had not received explicit MM sessions. These have been introduced this year through the MMS system and every class has daily MM opportunities.

Year 2 results reflect that they only had 37% GLD at end of EYFS.

Year 1 children continued the EYFS curriculum during the first half term of Autumn.

Year 2 results include a high number of boys (66%). Within this there are many boys who find writing difficult. This is highlighted within our School Development Plan as a priority for improvements.

NB: Mobility 67%

Year 1

Phonics

56%

81% (74%)

87% (70%)

KS1

Reading L2b+

74% (79%)

80% (81%)

68% (81%)

Reading L3

11% (29%)

15% (31%)

0%

Writing L2b+

60% (67%)

76% (70%)

49% (70%)

Writing L3

9% (15%)

2% (16%)

0%

Maths L2b+

74% (78%)

70% (80%)

55% (60%)

Maths L3

17% 23%)

2% (24%)

9%

KS2

Read L4+

55% (86%)

90% (89%)

92% (89%)

Write L4+

72% 83%)

77% (85%)

88% (85%)

Maths L4+

62% (85%)

61% (86%)

92% (86%)

SPAG 4+

55%

48% (76%)

54% (76%)

Read, Write & Maths L4+

41% (73%)

48% (79%)

75%

Read 2 Levels Progress

64%

92%

81% (91%)

87% (94%)

Write 2 Levels Progress

84% (93%)

96% (96%)

Maths 2 Levels progress

68%

68% (89%)

87% (93%)

Predicted 2015

(Current Year 7)

Predicted 2016

(current Year 6)

(42% of these 38 children are SEN. 13 children joined the class in October 2014 all working at least a year below expectations.)